Essential Documents & Policies

Eaton Bank Academy: Curriculum Intent Statement 

The Eaton Bank Academy Curriculum aims to provide students with the knowledge, skills, qualities and values that will enable them to be successful both at and beyond school, both now and in the future. This encompasses all elements of school life, involving students’ experiences both within and beyond the classroom. 

There are five guiding principles which define our Curriculum Intent and transfer throughout every element of the EBA Curriculum: 

  • To provide a balanced, broad and ambitious curriculum for all students 
  • To encourage and lay the foundations for a lifelong love of learning and thirst for knowledge via a knowledge rich and clearly sequenced curriculum 
  • To enable students to maximise their potential, make effective progress and successfully transition to the next stage of their education 
  • To develop independent, resilient and self-confident learners who are prepared to thrive in an ever-changing world 
  • To instil the EBA Way into our students, developing the whole person to inspire and enable them to make a lasting and positive contribution to society as local and global citizens 

At Eaton Bank Academy, we have used the model of DREAM to develop our Curriculum, with each component discussed in depth below. 

D – Design 

R – Rationale 

E – Equality 

A – Aims, Vision & Values 

M – Misconceptions 

Most of the associated discussion is based around the Academic Curriculum, but much of this also applies equally to our Personal Development Curriculum. Further documentation is also available which is bespoke to our Personal Development Curriculum. Each individual subject has also developed their own Subject Curriculum Intent, utilising the same model and guiding principles. 


Design: How has the Eaton Bank Academy Curriculum been designed to be broad, balanced and ambitious? 

At all Key Stages, the Eaton Bank Academy Curriculum offers a broad range of subject choices, providing students with a balanced curriculum offering that facilitates a wide array of future pathways. The Curriculum provides a strong sense of challenge for all students, encouraging them to be prepared to struggle, to think hard, to be ambitious and to progress effectively in their learning in a sequential and interleaved manner. 

At Eaton Bank we operate a three-year Key Stage 3, where all students study a wide range of subjects, with the Curriculum spanning far beyond the core subject offering. All students have specialised lessons in Creative Media, Geography, History and Philosophy, Religion and Ethics. In addition, in Year 7 & 8 all students study two languages (German and Spanish), before selecting one language to specialise in further in Year 9. The Key Stage 3 Curriculum also provides opportunity to study creative subjects, with all students studying Art & Design and Food & Nutrition. PE and Performing Arts also retain a high profile, with individual lessons in each of Dance, Drama and Music as well as PE. Finally, all students throughout the school have one lesson per fortnight on Personal Development, which in Year 7 & 8 is further supplemented by a lesson of LORIC Learning. The breakdown of lessons for each subject at Key Stage 3 is as follows with lessons lasting one hour each:  

Subject Year 7 Year 8 Year 9
Art & Design 3 3 4
Creative Media 2 2 2
Dance 1 1 1
Drama 1 1 1
English (inc. Book Club) 7 7 7
Food & Nutrition 1 1 1
Geography 3 3 3
History 3 3 3
Maths 6 6 6
Music 2 2 2
PE 4 4 3
Personal Development 1 1 1
Philosophy, Religion & Ethics 2 2 2
Science 7 7 9
German 3 3 5
(one language)
Spanish 3 3
Total 50 50 50


At Key Stage 4, we offer a broad range of subject options for students to select from, allowing them to specialise around a set of subjects which meet their academic strengths, interests and desired future career paths.

All students study GCSEs in English Language, English Literature, Maths and Science (choice of Combined Science or Triple Science), along with non-examined lessons in Core PE and Personal Development. Students then study four other options choices from a diverse range of choices including all the subjects offered at Key Stage Three and then adding new courses in Art Textiles, Business Studies, Computer Science, Engineering and Media Studies.

At Eaton Bank we promote the value of studying an EBACC suite of qualifications, but this is not made compulsory for students. All students must study either a Humanities subject (Geography or History) or a Language, whilst many study both to meet the EBACC requirements.

Alongside our academic GCSE Options, the school is also looking at new Cambridge National qualifications, which students could study in the future as part of their subject choices, if these suit their academic strengths and interests. The hourly allocation of lessons at Key Stage 5 is as follows:


Subject Year 10 Year 11
English 9 10
Maths 8 8
Science (Core) 9 9
Option A 5 5
Option B 5 5
Option C 5 5
Option D 5 5
Core PE 3 2
Personal Development 1 1
Total 50 50


This breadth, balance and ambition continues at Key Stage 5, where a wide range of A-Level options are offered with further new subjects including Economics, Sociology and Psychology offered at A-Level. This broad offering permits students to select a suite of choices according to their strengths, preferences and future university or career ambitions. Alongside A-Levels, we also offer BTEC courses in Applied Science and Sport, with ambitions to offer other suitable BTECs in the future where appropriate.

Most students study three subjects, in which they have 9 hours per fortnight for each, whilst a few students select four subjects. There is also the opportunity for students to complete an Extended Project Qualification (EPQ), whilst all students are offered core PE and have a compulsory lesson of Personal Development each fortnight.

Beyond the academic curriculum, students also have access to a wide-ranging Personal Development Curriculum, for which more information on this and the intent behind that can be found by following this link.


Rationale: What is the rationale behind the Eaton Bank Academy curriculum design?

The Eaton Bank Academy curriculum is designed to offer all students a highly enriching, challenging and thought-provoking experience across a broad range of subjects. This design allows students to experience an array of subjects from the core subjects and other highly academic classroom-based disciplines to more creative and artistic subjects. Each develops different skills and ensures that our curriculum provides students with a well-rounded academic experience.

The school motto is ‘Believe in Success’ and one of our key values is ambition. Consequently, the curriculum is designed to be academically rigorous, providing students with a sense of challenge and consistent opportunities to ‘Think Hard’, allowing students to maximise their potential and progress effectively.

A key focus of our rationale is about inspiring a lifelong love of learning. By offering a highly broad and balanced curriculum, we encourage students to develop their own academic passions. As students enter Key Stage 4 and 5, the range of pathways open to students enables them to select subjects that they are passionate about, helping students to develop a love for their subjects. In turn this encourages students to pursue these subjects further beyond school, whether that be at college, university or in their future careers.


Equality: How is the Eaton Bank Academy curriculum accessible and purposeful for all students, including SEND, Disadvantaged and Higher Ability Learners?

All students at Eaton Bank have access to a broad and balanced range of subjects at Key Stage 3, along with a diverse suite of options at Key Stage 4 and Key Stage 5 to suit their academic strengths. Interleaving and retrieval practice is embedded within curriculum design, enabling all students to regularly build upon and embed knowledge, which is further supported by our model of ‘Plan, Deliver, Assess’ (PDA).

The implementation of the curriculum ensures that the learning is accessible and purposeful for all students, promoting quality first teaching across the school, supported by effective and robust differentiation where required. Our Teaching and Learning Framework enhances this, focusing on five key areas of Challenge, Explanation, Modelling, Questioning and Feedback. This is tied to our CPD programme, allowing staff to consistently improve their delivery of the curriculum for all students.

Furthermore, at Eaton Bank we relentlessly retain high expectations of all students, challenging them to ‘Believe in Success’ and espouse the school values. A high sense of challenge features across the curriculum, with a particular focus on stretching higher ability learners. SEND students receive regular support from our SEND department, whilst teachers ensure that lesson delivery enables all students to make progress.


Aims, Vision & Values: What is the aim of the Eaton Bank Academy curriculum and how does this support the vision and values of the school?

The Eaton Bank Academy Curriculum aims to provide all students with a broad, balanced and well-rounded education, which enables them to make effective progress and maximise their potential. We aim to deliver a knowledge-rich curriculum, emphasising the value of education and developing students’ learning and thinking skills.

Students are encouraged to ‘Believe in Success’ and the curriculum encourages ambition and aspiration for all students, helping them to transition effectively through each stage of their education. The curriculum aims to instil a lifelong love of learning in our students, developing their passions and interests and providing a pathway for future college, university or career opportunities.

The Eaton Bank Academy curriculum aims to develop the whole person. As well as developing an excellent academic learner, we aim to develop a students’ wider skillset. This is emphasised through our Personal Development Curriculum, with emphasis on students’ learning extending beyond the classroom. We aim to develop well-rounded individuals who are resilient, independent, self-confident and prepared to be successful in the wider world.

The curriculum also emphasises the importance of British Values and consistently upholds the school’s values of Respect, Kindness, Ambition, Optimism and Honesty. Our curriculum aims to promote a positive school culture and climate for learning, with the school’s values being at the heart of this. Consequently, we aim that the students who leave Eaton Bank have been inspired and enabled to make a lasting and positive contribution to society as local and global citizens


Misconceptions: How does the Curriculum address misconceptions to support students’ learning?

Understanding common misconceptions lies at the heart of curriculum design at Eaton Bank. Our curriculum takes a proactive approach to identifying, addressing and assessing misconceptions in all subjects. All subjects pre-identify and consider misconceptions that will arise in students’ learning, therefore allowing these misconceptions to be planned for in advance and addressed within the delivery of the curriculum. Once again this is further supported by the Eaton Bank Teaching & Learning Framework and ongoing Professional Development.

Misconceptions are then consistently addressed and revisit via our process of interleaving and retrieval practice, whilst ongoing formative and retrieval assessments are designed to highlight any misconceptions in students’ learning. These assessments then enable teachers to address these misconceptions in a proactive manner to facilitate effective student progress.

By understanding our school context and the wider context, we can also further pre-plan for broader misconceptions across the school. For example, one societal misconception would be that boys do not engage with or enjoy dance. By being aware of our context and pre-identifying such misconceptions, we ensure that our curriculum remains purposeful and accessible for all students.


Further Questions?

The individual curriculum pages provide more in depth information about each subject area. If you have any further curriculum based questions, please contact the Head of Faculty for the subject area (this information can be found on a tab for each subject) or, alternatively, please contact Mr Washington (

British Values

SMSC – Spiritual, Moral, Social and Cultural Education

‘Intelligence plus character – that is the true goal of education’ Martin Luther King

SMSC stands for SPIRITUAL, MORAL, SOCIAL and CULTURAL education.  At Eaton Bank Academy we champion and firmly believe in a holistic education, experience and curriculum that ensures that our students are ‘rounded and grounded’. We recognise that spiritual, moral, social and cultural development of our students plays a significant part in this, and in their ability to learn and achieve in school and in later life.  SMSC is also central to their ability to relate fully to, and access the world they live in: to become productive and active citizens.  SMSC is addressed through the curriculum in the context of the subject under study, and also in the wider school experience we offer our students.

Linked to the provision of SMSC is the teaching of ‘Britishness’.  This includes an emphasis on teaching about British civil and criminal laws and the workings of British democracy such as the British Parliamentary system.  It asks students to understand, appreciate, respect and engage with these and the core British values of freedom, respect and tolerance.  ‘Britishness’ is also about students’ recognising their cultural traditions, history and heritage and the diversity and richness of modern British cultural life today.


Spiritual development is about a student developing a sense of identity and self-worth.  It is about growing personal insight and experience, exploring the meaning and purpose of life and reflecting on the awe and wonder of our shared human existence. It looks to explore and develop a student’s spirit, soul, personality or character.

It is demonstrated by a student’s:

  • ability to be reflective about their own beliefs, religious or otherwise
  • interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning and willingness to reflect on their experiences


Moral development is about the development of a framework of moral values. It is also about a student’s understanding of society’s shared and agreed values and ethics.  It asks students to understand that there are issues where there is disagreement in society and to understand why. It is also about developing an opinion about these different views and accepting other people’s points of view as valid.

It is demonstrated by a student’s:

  • willingness to make a decision and understand the consequences of it, including accepting right and wrong
  • understanding and accepting of British law
  • willingness to accept and understand ideas and attitudes different to their own


Social development is about young people working effectively with each other and participating successfully in the community as a whole. It is about the development of the skills and personal qualities necessary for living and working together in a multi-racial, multicultural society. This includes understanding how British society works but also involves the development of interpersonal skills necessary for successful relationships.

It is demonstrated by a student’s:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including volunteering and charity work
  • acceptance and engagement with the fundamental British values of democracy, including respect and tolerance of others in their actions and attitudes


Cultural development is about students understanding their own culture and other cultures that exist in their town, region, country and global community. It is about understanding and feeling comfortable in a variety of cultures and being able to operate in the emerging and ever-changing world culture of shared experiences provided by new technologies. It is about welcoming and accepting diversity.

It is demonstrated by a student’s:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, sporting and cultural opportunities
  • interest in exploring, improving understanding of, and showing respect for different faiths and cultural diversity as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities



All curriculum areas have a contribution to a student’s spiritual, moral, social and cultural development. Opportunities for this will be planned in each area of the curriculum and are integral in the learning experiences of our students.

More detailed mapping of SMSC provision would be available in schemes of work and lesson plans.

An example of how each key theme is addressed in each faculty is demonstrated below:

Art, Design and Technology Faculty

Spiritual: In Art, students look at identity and explore ideas around their own ‘self’ both their identity and their expression of that identity.

Moral: Across the faculty, at all key stages, students are encouraged to take responsibility for their actions and behaviour.  They are expected to use technical and advanced equipment independently, and respect property and the classroom environment.

Social: The faculty has strong links with community organisations such as Congleton Museum, Open Space, giving students’ opportunities to work in different social contexts.  Most recently demonstrated with participation in the Congleton Carnival and involvement in the Congleton Rotary Club Art Competition.

Cultural: Student’s work is regularly exhibited, presented and celebrated, for example KS4 and 5 art shows, fashion shows, and around the school building.

 ‘Britishness’: In the ‘identity’ unit in year 9, the faculty explores graffiti in the local context and sets it against the rule of law and the freedom of speech as key elements of British values.

English Faculty

Spiritual: At KS4 students study war poetry and are asked to reflect on their thoughts and values surrounding the issues raised by it.

Moral: At KS4 through persuasive writing students explore and develop their own moral values, based on the issues raised in the text under study.  For example, in ‘To Kill a Mocking Bird’ students explore issues of racism, discrimination, the rule of law and justice.

Social: Through structured and regular teaching of analytical methods to infer and deduce meaning in a variety of fiction an non-fiction texts, students are given a conceptual and linguistic framework within which to understand and debate social issues.

Cultural: In year 8 students study poetry from other cultures.

 ‘Britishness’: The William Golding classic, ‘Lord of Flies’, studied in year 9, considers the notions of extremism and British values.  Students reflect on human behaviour and the impact of peers and the group on an individual. The ideas of acceptance and tolerance are promoted through the teaching of this novel. Democracy, order, anarchy and chaos are all central themes explored in the novel.

Humanities Faculty

Spiritual: In R.E at KS4 students explore evidence of the existence of and nature of God, the ‘soul’ and the afterlife and meaning of life, and reflect on their own beliefs and that of others about these ‘Big Questions’.

Moral: In KS4 R.E. the ethics and morality of a wide range of issues such as war, medical advances, euthanasia, divorce are discussed and evaluated by students.

Social: In KS3 History, when studying the Invaders module in year 7, students learn lessons from history in how to resolve conflict, and explore how a sense of common identity in communities was developed.

Cultural: In Geography, at KS3 students investigate Britain as a tourist destination including its major attractions and areas of outstanding beauty.

 ‘Britishness’:  In History at KS3 and 4 the development of key British institutions such as parliament and the rule of law are investigated and returned to, at pivotal points in their history.

ICT and Computing Faculty

Spiritual: At KS3 in the introduction to computing and ICT students explore the links between how a computer works and how a human body works.

Moral: Internet use and misuse and internet safety are explored at KS3 and 4.

Social: Students are taught how to communicate in different platforms such as blogging.

Cultural: In KS3 the ‘World Tour’ module looks at communication in different cultures and different countries.

 ‘Britishness’: The key role of British scientists, inventors and innovators in the digital world is highlighted and celebrated in KS3 and 4 schemes of work.

Maths Faculty

Spiritual: As part of the curriculum, students use imagination and creativity to design a farm.

Moral: Students are expected to offer reasoned views in response to any mathematics question.

Social: Students have opportunities to work in different contexts, for example linking to industry with regular visits to Siemens.

Cultural: Students study mathematical innovation in a cultural and historical context, e.g. Pythagoras’ Theorem.

 ‘Britishness’: Participation in ‘Great British Bake-Off’

Modern Foreign Languages Faculty

Spiritual: In MFL, we look at the German-, Spanish- and French-speaking world and explore the impact that these communities have on us as global citizens. We look at famous festivals and traditions in the countries of the languages we are studying and compare them with our own ideas of what makes us who we are.

Moral: A strong ethos of students being taught to embrace and celebrate other cultures is embedded in MFL lessons. Students are encouraged to celebrate diversity and to challenge stereotypes and prejudice. In MFL, we look at issues such as homelessness and poverty which allow us to broaden our moral codes and develop our understanding and empathy for others.

Social: Across the MFL curriculum, we practise our social skills to aid communication with others. Speaking and listening tasks allow us to improve our confidence and foreign residential trips broaden our horizons by allowing us to speak to people from other cultures and social backgrounds.

Cultural: The use of authentic materials, such as target language magazines and TV interviews, enable us to see first-hand the culture of other countries. Studying films and literary texts at A-Level allow us to take an interest in both contemporary and traditional foreign cultures in the language we are studying.

‘Britishness’: Part of studying a foreign language includes us comparing our lives in modern Britain with the lives of people in other countries and discussing what makes us British, along with the common features of what makes others who they are as well. We look at similarities and differences and share our opinions on what we think of other customs compared with our own.

Performing Arts Faculty

Spiritual: Throughout KS3 and 4 students are asked to reflect on their performance, and personal target setting.  They are taught critical appraisal of practical work from both professionals and themselves and their peers.

Moral: In Drama the key text of ‘Blood Brothers’ involves analysing the script to study consequences of behaviour and the role of a person’s upbringing in decision making.

Social: GCSE Dance students run after an school club in primary schools that leads to a final performance at Eaton Bank at Christmas and in the summer term

Cultural: Throughout KS3 in Music, students have the opportunity to experience and appreciate all types of music. This includes folk, classical, Blues,  to  heavy metal and punk.  Students investigate and understand the origins of British  pop music today.

 ‘Britishness’: In GCSE Dance,  English Morris dancing is explored with appreciation of the dance style demonstrated through practical and written work  based on  ‘Still Life’ at the Penguin Café (by David Bintley).

Physical Education Faculty

Spiritual: Students are taught aesthetic appreciation – to see the beauty in performance.

Moral: Students are taught self –discipline and this is applied in fitness units at key points in each year, where students are asked to set targets for improvement.

Social: Students have a wide range of opportunities to meet and mix with students from a variety of different backgrounds through sporting events at other venues/schools.

Cultural: At GCSE students discuss how culture influences the sports we play.

 ‘Britishness’: Students are taught and practice key British values and codes of conduct in sport,  such as fair play, teamwork, mutual respect and sportsmanship.

PSHE and Citizenship

Spiritual: In KS4 PSHE/Citizenship students reflect on their own beliefs and ‘world view’ in relation to outside speakers who talk to our students on a wide range of topics within the ‘Inspirational Speakers’ programme

Moral: Students investigate a wide range of social issues throughout the PHSE programme and are asked to explore the morality of these including current British legislation on them. Topics include drug and alcohol use and misuse, anti-social behaviour, homelessness and internet safety

Social: Students will engage with a wide range of providers during their PSHE course and work in different settings, from working with local business men and women having a ‘mock interview’ to teaching the elderly IT skills.

Cultural: At KS3 students look at childhood across the world and during the ‘paper bag game’ come to a greater understanding of the issues and unfairness around child labour in other countries.

 ‘Britishness’: At KS4 and 5 students are taught about the British Parliamentary system, voting systems, rights and procedures.

Science Faculty 

Spiritual: Students explore space at KS3, 4 and 5, and reflect on the extent and nature of the universe and our relationship to it.

Moral: Students look at the ethics of animal testing and selective breeding.

Social: At KS3 and 4 environmental issues such as global warming, alternative energies are explored with investigations into their effects on other communities.

Cultural: It KS4 Evolution and the ‘Big Bang’ theory are explored within the cultural contexts of other faiths and belief systems.

 ‘Britishness’: The role of, and current laws on drugs and alcohol are explored as well as the physical, social and economic impact of their consumption and usage in UK society today.

Social Science Faculty

Spiritual: In Psychology students are asked to reflect on the human brain and its workings and abilities.

Moral: In Business Studies students are asked to discuss the ethics of business models and practices and their impact on a range of communities and social groups.

Social: In Child Care and Health and Social Care, students are encouraged to engage in work experience placements and work in a variety of settings, such as local primary schools or elderly residential homes.

Cultural: In Sociology students are asked to explore diversity of British society and its impact on key institutions such as the family and education system.

 ‘Britishness’: Students study all subjects within the context of modern British society, culture and law.  For example, in Business studies the UK policy on corporate law is examined.

Whole School SMSC

SMSC and ‘Britishness’ is addressed in the wider enrichment learning experiences students have at Eaton Bank Academy.  Below is a list of examples of this:

Student Leadership and Student Voice:
Eaton Bank Academy has an extensive student leadership team.  The student leadership team consists of Head Students, Head of Senate and Head of Student Advocacy (peer support), Deputy and Assistant Head Students, the Student Senate and the Student Advocate team.  All forms and year groups are represented and every student has the opportunity to be heard and be part of the decision making process in the school.   The Student Leadership Team meet regularly to discuss school policy and student issues and with the Headteacher, Mr O’Neill.

Students decide which charities to sponsor and regularly raise money for these ,with extra-curricular events such as non-uniform days, film nights or the ever popular Christmas Food Bank Collection.  The student leadership team have supported the Teenage Cancer Trust, Comic Relief, Children in Need, British Heart Foundation, Street Child, Manchester Children’s Ward and The British red Cross.

The Ambassador Programme:
Every student at Eaton Bank has the opportunity to become an Ambassador for their favourite subject and take part in leadership activities to represent that subject and the Academy.  The programme is facilitated and lead by the Sixth Form Executive Ambassadors for that subject.  All subjects have ambassadors, and they represent the subject at open evening and at other school events. They also work to support and promote the subject within the school.  For example, Performing Arts Ambassadors are kept busy organising and helping out at concerts and plays.  The Literacy Ambassadors regularly help with the Learning Resource Centre with library duties and developing literacy throughout the school.  Ambassadors run competitions school wide within their subject.  Most recently IT ambassadors judged a poster competition on Internet Safety. IT students also run a very successful ‘Cakes and Computers’ afternoon where they coached members of the local elderly community on basic internet and word processing skills. Maths Ambassadors run a regular origami club for younger students, and the Science Ambassadors lead the Green Team.  Student Ambassadors are integral in working with primary students when they visit us at EBA, and they have also visited students in their primary schools to work with them there.  Each form has an Ambassador, who the form has chosen to represent them.  These range from Nelson Mandela to Steven Sutton, Malala Yousafzai and Princess Diana.  David Beckham is currently Ambassador of Ambassadors representing EBA.

Community Links and the Inspirational Speaker Programme:
Eaton Bank Academy has close links with the community and has developed a network of ‘Inspirational Speakers’ who regularly come into school and talk and workshop about their specialisms and areas of interest, person experiences and achievements and careers.
Recent examples include talks on leadership and initiative by a local pilot Peter Smith, and Paul Nixon who inspired our students to raise money themselves, after telling them about his fundraising for the Street Child Charity, which included trekking up Mt Kilimanjaro.  Consequently, year eight had a sponsored ‘zumbathon’ to raise money for Street Child to support the charity.  Holocaust Memorial Day is remembered annually and students have witnessed testimony from survivors of Auschwitz-Birkenau, Dachau and Terezin, among others.   Students also meet local community based organisations in our ‘Other Stuff to Do’ event where community organisations give students a ‘hands on’ experience of sports and activities they can be involved in in the summer holidays in the Congleton area.

PSHE/Citizenship days:  
A key area where the SMSC/Britishness agenda is delivered is through our PSHE / Citizenship  curriculum which offers enriching and extending learning experiences.  Most recently, these days have included talks and ‘hands-on’ demonstrations by the Police, Fire Service and Army.  The local New Life Church regularly contribute to these events with workshops such as ‘the paper bag game’ offering students a glimpse into child labour around the world.  Eaton Bank has an extensive relationship with members of the local business community, who regularly contribute to our students’ learning experiences.  For example Year 7 recently met many local business people and professionals in our ‘Guess My Occupation’ introduction to careers module.  These included police officers, nurses, scientists, hairdressers, lawyers, plumbers, personal trainers and accountants.  Local business such as Siemens, Flowcrete, SAS Daniels and Plus Dane have also been part of our mock interview experience for year 11 students when every member of the current year 11 received a mock interview and feedback on their performance as part of their careers programme. Eaton Bank Students have prepared a ‘Best of British ‘ Tea Party for the Local University of the Third Age and students’ grandparents which included an afternoon tea served by waiters and waitresses, quiz and full programme of entertainment on stage – organised and delivered from start to finish in one day!

Enrichment Learning including educational trips:  
Students take part in a wide range of competitions and events in all curriculum areas which develop and deepen their learning.  For example, our students have recently successfully taken part in the Siemens Roller Coaster Challenge  and ‘ Sticksplosion’ competition, the Rotary Young Chef competition, Gen rail and the BBC News Report.  Sixth Form students have also participated in ‘Take over Day’ where they took over peoples’ jobs for the day.  Year 10 students also spend a week with the Army in an outreach course experiencing esteem boosting activities such as canoeing, zip rope, abseiling and climbing.  EBA students won a national competition for Vauxhall and the prize was a signed England Football Team Shirt!
Eaton Bank academy offers a wide range of educational learning visits that students can participate in.  Regular trips include the RE places of Worship Visit to Birmingham, where students visit a Mosque, Gurwara and Mandir Temple, and the annual Houses of Parliament Visits.  Students regularly attend Dance workshops/residentials at Conway.   EBA students regularly visit the theatre, most recently to see Midsummer Night’s Dream, the Doctors Show to support GCSE History and the Lion King in Manchester.  Further afield, students can go on the Creative and Performing Arts trip to New York, French culture and language trips to Normandy, and the hugely popular annual Skiing trips.

International links:     
The sixth form run a bi-annual visit to the Gambia and Romania.  In the Gambia students visit and help out building projects in communities.  The Romania trip supports the local Congleton founded and based charity, Children of Romania and visits three children’s homes in Romania.  For both communities, students raise money before the trips through sponsorship activities.  In the past these have included car washing, auctions, and round Cheshire bike rides.  They also give assemblies to raise awareness of the issues facing the communities upon their return.

Whole school, year and key stage assemblies give students the opportunity to learn and reflect on a wide range of current moral and social issues.  Assemblies are given by students, staff and outside speakers.  Recent topics have included Road and Internet Safety, Holocaust Memorial Day, Children in Need, Remembrance Week, Black History Month, World Book Day and Learning Disability Week.  Local employers and businesses regularly present to our students.  Recent examples include Bentley, Total People, the Police, the Royal Navy.  Assemblies are also a key platform for celebration of student success and achievement at EBA.

Tutor time:  
Developing a sense of team identity is a key purpose of tutor time at Eaton Bank Academy. Tutors engage students in discussions about news and current affairs and tutors also mentor students on an individual basis.

Phonics & Reading Schemes

GCSE Information

Sixth Form - Meeting Study Programme Requirements

The Curriculum

View the details of our curriculum in each academic year for every subject on the Curriculum page.

Visit the Curriculum Page